Effects of Drawing Approach and Class Setting on Symbolism of Children's Drawings on Conflict Experiences: A Study of Primary School Pupils in Nairobi County, Kenya
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Date
2014
Authors
Wambugu, J. W
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Though drawing is one of the methodologies of teaching conflict resolution within Peace
Education, the structured drawing approach within group setting currently in practice is
limiting in free expression of emotions by children on subjective experiences. This is due
to the restrictive nature of this drawing approach and the distractive nature of group work
that inhibits children's ability to concentrate on feelings. This denies the teacher access to
affective data that can assist in transformative behaviour of the learner. In order to
determine the most appropriate drawing approach and class setting that would enable
children to express this affective data, this study investigated the effect structured and
unstructured drawing approaches and individual and group class settings on symbolism
expressed in children's drawings on conflict experiences. The theoretical framework
guiding the study was a confluence of the emotionalist theory of art, micro theories of
conflict and Piaget's theory of cognitive and affective development whose convergence
was on symbolism as a means of expressing emotive information from the sub-conscious
mind. Since the drawing tasks were experiential in nature, the research adapted an ex
posta facto design within the framework of quasi-experimental study design to find out
the effect of the independent variables upon symbolism, which was the dependent
variable. Social cultural environment, drawing approach and class setting were the
independent variables while symbolism expressed in the drawings was the dependent
variable. Age, gender and socio-economic regions formed the framework for
categorically analyzing data from the drawing contents. The study population was
primary school children aged 7-12 drawn from low, middle and upper middle income
regions of Nairobi County. Normal chi-squares were used to test the data since it was in
nominal values. The findings of this study indicated that the social cultural environment
influenced thematic expressions of conflicts and the kinds of aggressive behaviour
depicted in the symbolism. Literal expression through physical modes and metaphorical
characterization of the negative valence of conflict was significantly higher in
unstructured drawings while individual class setting had the least peer influence on the
expressed symbolism. The results indicate the need for teachers to consider the social
cultural background of children when extracting affective data since it informs the
symbolism. Results also showed that for free expression of feelings and ideas, children
need an unrestrictive (unstructured) drawing approach and an individual class setting free
from distractions. It is the recommendation of this study that draw-telling through
unstructured drawing activities should be encouraged not just in art classes but across all
subjects in the primary curriculum as a channel for children to express their feelings on
conflict and other issues. Alongside this, teachers should consider individual class setting
for purposes of creating an appropriate atmosphere for free expression of emotive
content.
Description
Department of Art and Design, 285p. 2014, NC 750 .W32